Kerly Way Lessons #6&7: Detailed Lesson #2 (For days 6&7) INQUIRY
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Completing the Water Sampling Tests
Lesson Overview:
In this lesson, we will be going to the pond to complete the water sampling tests. Students will use the test kits and perform all the water quality tests that are required for this project. All the participating students will supply data for the tests in order to provide enough information to analyze these results. This lesson will carry over two days. We will probably get the introduction and the first 1-2 samples done the first day. We will conclude the rest of the tests on the second day.
Learning Performances:
After completing this lesson, students will be able to:
Analyze the quality of water sample through chemical means and physical observations
Make observations about the properties of an organism
Identify, sort, and count macroinvertebrates found in a water sample using a key
Standards Addressed:
National Science Education Standards:
As a result of the activities, all students should develop an understanding about scientific inquiry.
As a result of the activities, all students should develop an understanding of population and ecosystems.
As a result of the activities, all students should develop an understanding of diversity and adaptations of organisms.
As a result of the activities, all students should develop an understanding of change, constancy and measurement.
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Collect Data
Design and Conduct Investigations
Represent, Analyze, and Interpret Data
Use Tools and Techniques
This lesson is designed to address scientific inquiry. Specifically, students will be actively engaged in all the water sampling activities. They will be participating as real world "scientists" by conducting these sampling experiments.
Materials Needed:
Equipment & Testing Kits
Water Sampling Tests Field book
Data Collection Students Worksheet
Interactive Macroinvertebrate Identification Key
Time Required:
Two 45-minute periods (Days 6 & 7 of the unit)
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
I will begin the lesson by reminding the students that each lesson in our unit is building on each other. I will then remind them about the lesson we had on the importance and the use of various water sampling test kits (pH, Dissolved Oxygen etc.) I will then tell the students that we will finally be starting the most exciting part of the unit – the actual water sampling. Before actually going to the pond, I will have a quick review with the students about the water testing kits. Also, to get the students to the right frame of mind, I will ask them the following questions:
What will we use the thermometer for at the pond?
How do we measure the pH of the water?
Why do we need to test for Dissolved Oxygen?
What precautions should we take when handling the macroinvertebrates?
Why can we use sample of macroinvertebrates to serve as an indicator of water quality?
What can we tell about a high level of nitrates and phosphates in the water?
All these questions are necessary to focus on students’ prior knowledge. Since these concepts can be difficult, I want to continually remind the students about the importance of the tests and I want them to be able to understand how all the previous lessons have built up to this main inquiry activity.
Instructional Activities:
After we have answered all the questions, we will gather our materials and head down to the pond (~2min walk).
Once we get to the pond, I will remind the students to be careful when taking samples at the edge of the water and to handle the organisms that they will be finding carefully.
I will then distribute the Student Worksheets to the class and ask them to complete the bottom part of it as they’re performing their experiments (“Water Sampling Tests” part, since we will have already completed the top part of the worksheet in previous lessons of the unit). We will do the water quality sampling in the following order:
1. Take the Water Temperature ➢ Students will use their thermometers to measure the water temperature in Celsius. They will then record their data on their individual worksheets.
2. Measure the Dissolved Oxygen (DO) in ppm ➢ Students will use their DO kits to measure this. I will remind them to sample the water away from the bank and below the water surface level (for greater accuracy). I will also tell them to be careful not to get any bubbles in the sample during the collection (it may result in false high reading). In addition, I will ask the students to fill the DO sample bottle from bottom to top and to put a lid on the bottle while it’s under water. Lastly, students will repeat the DO test three times to obtain the most accurate data. They will then write their DO results on their worksheets.
3. Measure the pH of the Water ➢ Students will be distributed the pH test kits. Again, I will ask them to take the water sample at a location away from the bank and to make sure that the sample is below the water surface. Again, students will record their measured pH on the worksheet.
4. Collect the Macroinvertebrates ➢ I will distribute the Drop Nets to the students for collecting the macroinvertebrates. I will then provide specific instructions on how to collect the organisms (this will be a review since we will have already covered this in a previous lesson of the unit). I will ask the students to position their Drop Nets on the bottom of the pond and proceed to move the net upstream. The net should be stretched out and lying firmly against the bottom of the pond. I will then tell the students to slowly lift the net out of the water and to pay close attention to not lose any macroinvertebrate specimens while the net is lifted. Students will then be instructed to spread the specimens out on a white plastic sheet (this will help them to see the macroinvertebrates easier). They will then need to carefully examine the net and the collected debris for macroinvertebrates.
Identifying the macroinvertebrates:
The identification of macroinvertebrates can be completed by using some very simple keys. For some specimens, a hand lens will be needed to see the identification characteristics. The identification keys will involve choosing pairs of opposite choices or descriptive statements. The students will make observations of the organisms and decide which statement best describes the organism. This is repeated until the macroinvertebrate is identified.
If students reach a point in the selection of descriptive statements at which neither of the statements apply, they can work their way back through the preceding pairs of statements and perhaps reconsider the choices. In some cases, the additional information about the individual macroinvertebrates will be helpful. In others, they could find that they are unable to identify the particular macroinvertebrate and will have to identify it as "unknown" or search for more information. Some macroinvertebrates (such as some caddisfly larva) might be found in a protective case of sand, small sticks, or other material. It may be necessary to remove these cases in order to make an identification.
To facilitate this collection and identification, I will do the following:
Separating the Students into Small Groups:
Groups of 4 - 6 students.
Making a "Gross Examination"
Before the students take their own samples from the collected pond water, I will gather them around the large sample for an initial "gross examination." I will ask them to share their observations. I will tell them that it will be possible to identify most of the organisms in the sample using just a hand lens or the eye.
Sorting the Specimens into Large Containers (1 per group)
Using tweezers or fingers, we will place all the specimens into separate containers so that each group will have one. Each group should then take the larger containers making sure that they dip into the container and don't just collect from the surface. They will then have a large sample from which each student can collect smaller samples for study.
Sorting the Specimens into Small Containers
After each group has collected a sample in the dish pan, each student should use an eyedropper or spoon to collect samples from the pans and separate them into smaller containers for closer examination. Students should NOT return their sample to the original dish pan once they have been identified because the macroinvertebrates in it have already been counted. Identifying the Specimens
Using an identification key (listed above under Materials Needed), students will observe and identify the type and number of visible organisms found in each sample and record their findings on their worksheet. Students should make notes about organisms that they cannot identify by writing and making pencil sketches. They should make as many observations as they can including color, size, shape, way of moving, number of legs, etc.
5. Sample for Nitrates and Phosphates ➢ Students will be provided with the Nitrogen-Nitrate kit and the Phosphate test kit. I will quickly review the importance of this test with the students (to reinforce this concept). I will explain to the students that bodies of water with high levels of nitrates and phosphates usually have high Biological Oxygen Demand levels due to the bacteria consuming the organic waste. As a result of this, the water then has low DO levels (this should give them a good conceptual understanding and they can connect the relationship between the DO levels and the nitrate + phosphate levels). Again, they will record their results in the worksheet.
Concluding the Lesson:
In order to reinforce the purpose of this lesson, we will have a quick, whole class discussion upon completing all the water sampling activities. We will talk about the different macro organisms that everybody found. I will then tell the students that we will have a follow-up lesson to this one the next day. In the next lesson, we will be analyzing all these test results that we just completed. Before heading back to the class, I will make sure that all the students are done with their sample kits and that the materials are packed up.
Assessing Student Understanding:
I will provide students wit both a formative and a summative assessment. In addition, as an embedded assessment, I will assess students’ work produced at the pond. I will observe their interactions with their peers and myself. Also, I will look at their general attitude towards this project. This kind of assessment will not be graded. It will simply provide me with an understanding of what the students’ general thoughts and attitudes are towards this lesson.
As a formative assessment, I will continually seek to provide help for students. I will provide feedback about the way they’re conducting their sampling and about their worksheets as well. I will also clarify any confusions or questions that they will have.
As a summative assessment, the students will have to do the following two things: 1. Create a species fact sheet about one of the macroinvertebrates found in the pond sample (I will let them choose any organism that they want. However, the sheet will need to include certain criteria. I will provide the specifics to the students). I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment. 2. Write one page essay about the different water testing samples that were conducted and the reasons for using them.
I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment.
Rationale for this Lesson:
In the article Using Technology to Support Inquiry in Middle School Science by Novak and Krajcik, a similar water project is described. In the project described in this article, the middle school students also use portable technology as scientific instruments to carry out the investigation on their water body.
Based on my reading of this article, my rationale for this inquiry-based project is to introduce students to scientific concepts, technology tools (various water testing kits), and the process of inquiry (beginning with the initial hypothesis and ending with the final conclusions). Also, collaboration is introduced to the students. To work effectively on this project as "scientists", students will have to work in small groups and learn to collaborate on their investigation. In addition, the students will develop an understanding about concepts in chemistry (pH, dissolved oxygen etc.), earth science, and ecology through the process of inquiry. Some concepts in this project include: water quality, water-quality testing, pollution, pH, and macroscopic life. To aid the students in accomplishing all this goals, certain technological tools will be provided to them (different water testing kits, pH scale etc.)
According to Novak and Krajcik, one of the main benefits of using portable technology is that "students are provided with scientific tools that empower them to collect and analyze data much like real scientists."
Lastly, according to Novak and Krajcik, "collecting field data helps our students to gain ownership of their work."
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Completing the Water Sampling Tests
Lesson Overview:
In this lesson, we will be going to the pond to complete the water sampling tests. Students will use the test kits and perform all the water quality tests that are required for this project. All the participating students will supply data for the tests in order to provide enough information to analyze these results. This lesson will carry over two days. We will probably get the introduction and the first 1-2 samples done the first day. We will conclude the rest of the tests on the second day.
Learning Performances:
Standards Addressed:
National Science Education Standards:
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
This lesson is designed to address scientific inquiry. Specifically, students will be actively engaged in all the water sampling activities. They will be participating as real world "scientists" by conducting these sampling experiments.
Materials Needed:
Time Required:
Two 45-minute periods (Days 6 & 7 of the unit)
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
I will begin the lesson by reminding the students that each lesson in our unit is building on each other. I will then remind them about the lesson we had on the importance and the use of various water sampling test kits (pH, Dissolved Oxygen etc.) I will then tell the students that we will finally be starting the most exciting part of the unit – the actual water sampling. Before actually going to the pond, I will have a quick review with the students about the water testing kits. Also, to get the students to the right frame of mind, I will ask them the following questions:
What will we use the thermometer for at the pond?
How do we measure the pH of the water?
Why do we need to test for Dissolved Oxygen?
What precautions should we take when handling the macroinvertebrates?
Why can we use sample of macroinvertebrates to serve as an indicator of water quality?
What can we tell about a high level of nitrates and phosphates in the water?
All these questions are necessary to focus on students’ prior knowledge. Since these concepts can be difficult, I want to continually remind the students about the importance of the tests and I want them to be able to understand how all the previous lessons have built up to this main inquiry activity.
Instructional Activities:
After we have answered all the questions, we will gather our materials and head down to the pond (~2min walk).
Once we get to the pond, I will remind the students to be careful when taking samples at the edge of the water and to handle the organisms that they will be finding carefully.
I will then distribute the Student Worksheets to the class and ask them to complete the bottom part of it as they’re performing their experiments (“Water Sampling Tests” part, since we will have already completed the top part of the worksheet in previous lessons of the unit). We will do the water quality sampling in the following order:
1. Take the Water Temperature
➢ Students will use their thermometers to measure the water temperature in Celsius. They will then record their data on their individual worksheets.
2. Measure the Dissolved Oxygen (DO) in ppm
➢ Students will use their DO kits to measure this. I will remind them to sample the water away from the bank and below the water surface level (for greater accuracy). I will also tell them to be careful not to get any bubbles in the sample during the collection (it may result in false high reading). In addition, I will ask the students to fill the DO sample bottle from bottom to top and to put a lid on the bottle while it’s under water. Lastly, students will repeat the DO test three times to obtain the most accurate data. They will then write their DO results on their worksheets.
3. Measure the pH of the Water
➢ Students will be distributed the pH test kits. Again, I will ask them to take the water sample at a location away from the bank and to make sure that the sample is below the water surface. Again, students will record their measured pH on the worksheet.
4. Collect the Macroinvertebrates
➢ I will distribute the Drop Nets to the students for collecting the macroinvertebrates. I will then provide specific instructions on how to collect the organisms (this will be a review since we will have already covered this in a previous lesson of the unit). I will ask the students to position their Drop Nets on the bottom of the pond and proceed to move the net upstream. The net should be stretched out and lying firmly against the bottom of the pond. I will then tell the students to slowly lift the net out of the water and to pay close attention to not lose any macroinvertebrate specimens while the net is lifted. Students will then be instructed to spread the specimens out on a white plastic sheet (this will help them to see the macroinvertebrates easier). They will then need to carefully examine the net and the collected debris for macroinvertebrates.
Identifying the macroinvertebrates:
The identification of macroinvertebrates can be completed by using some very simple keys. For some specimens, a hand lens will be needed to see the identification characteristics. The identification keys will involve choosing pairs of opposite choices or descriptive statements. The students will make observations of the organisms and decide which statement best describes the organism. This is repeated until the macroinvertebrate is identified.
If students reach a point in the selection of descriptive statements at which neither of the statements apply, they can work their way back through the preceding pairs of statements and perhaps reconsider the choices. In some cases, the additional information about the individual macroinvertebrates will be helpful. In others, they could find that they are unable to identify the particular macroinvertebrate and will have to identify it as "unknown" or search for more information. Some macroinvertebrates (such as some caddisfly larva) might be found in a protective case of sand, small sticks, or other material. It may be necessary to remove these cases in order to make an identification.
To facilitate this collection and identification, I will do the following:
- Separating the Students into Small Groups:
- Groups of 4 - 6 students.
- Making a "Gross Examination"
Before the students take their own samples from the collected pond water, I will gather them around the large sample for an initial "gross examination." I will ask them to share their observations. I will tell them that it will be possible to identify most of the organisms in the sample using just a hand lens or the eye.Sorting the Specimens into Large Containers (1 per group)
Using tweezers or fingers, we will place all the specimens into separate containers so that each group will have one. Each group should then take the larger containers making sure that they dip into the container and don't just collect from the surface. They will then have a large sample from which each student can collect smaller samples for study.
Sorting the Specimens into Small Containers
After each group has collected a sample in the dish pan, each student should use an eyedropper or spoon to collect samples from the pans and separate them into smaller containers for closer examination. Students should NOT return their sample to the original dish pan once they have been identified because the macroinvertebrates in it have already been counted.
Identifying the Specimens
Using an identification key (listed above under Materials Needed), students will observe and identify the type and number of visible organisms found in each sample and record their findings on their worksheet. Students should make notes about organisms that they cannot identify by writing and making pencil sketches. They should make as many observations as they can including color, size, shape, way of moving, number of legs, etc.
5. Sample for Nitrates and Phosphates
➢ Students will be provided with the Nitrogen-Nitrate kit and the Phosphate test kit. I will quickly review the importance of this test with the students (to reinforce this concept). I will explain to the students that bodies of water with high levels of nitrates and phosphates usually have high Biological Oxygen Demand levels due to the bacteria consuming the organic waste. As a result of this, the water then has low DO levels (this should give them a good conceptual understanding and they can connect the relationship between the DO levels and the nitrate + phosphate levels). Again, they will record their results in the worksheet.
Concluding the Lesson:
In order to reinforce the purpose of this lesson, we will have a quick, whole class discussion upon completing all the water sampling activities. We will talk about the different macro organisms that everybody found. I will then tell the students that we will have a follow-up lesson to this one the next day. In the next lesson, we will be analyzing all these test results that we just completed. Before heading back to the class, I will make sure that all the students are done with their sample kits and that the materials are packed up.
Assessing Student Understanding:
I will provide students wit both a formative and a summative assessment. In addition, as an embedded assessment, I will assess students’ work produced at the pond. I will observe their interactions with their peers and myself. Also, I will look at their general attitude towards this project. This kind of assessment will not be graded. It will simply provide me with an understanding of what the students’ general thoughts and attitudes are towards this lesson.
As a formative assessment, I will continually seek to provide help for students. I will provide feedback about the way they’re conducting their sampling and about their worksheets as well. I will also clarify any confusions or questions that they will have.
As a summative assessment, the students will have to do the following two things:
1. Create a species fact sheet about one of the macroinvertebrates found in the pond sample (I will let them choose any organism that they want. However, the sheet will need to include certain criteria. I will provide the specifics to the students). I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment.
2. Write one page essay about the different water testing samples that were conducted and the reasons for using them.
I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment.
Sample Assignment for question1 &
Rationale for this Lesson:
In the article Using Technology to Support Inquiry in Middle School Science by Novak and Krajcik, a similar water project is described. In the project described in this article, the middle school students also use portable technology as scientific instruments to carry out the investigation on their water body.
Based on my reading of this article, my rationale for this inquiry-based project is to introduce students to scientific concepts, technology tools (various water testing kits), and the process of inquiry (beginning with the initial hypothesis and ending with the final conclusions). Also, collaboration is introduced to the students. To work effectively on this project as "scientists", students will have to work in small groups and learn to collaborate on their investigation. In addition, the students will develop an understanding about concepts in chemistry (pH, dissolved oxygen etc.), earth science, and ecology through the process of inquiry. Some concepts in this project include: water quality, water-quality testing, pollution, pH, and macroscopic life. To aid the students in accomplishing all this goals, certain technological tools will be provided to them (different water testing kits, pH scale etc.)
According to Novak and Krajcik, one of the main benefits of using portable technology is that "students are provided with scientific tools that empower them to collect and analyze data much like real scientists."
Lastly, according to Novak and Krajcik, "collecting field data helps our students to gain ownership of their work."
Sources for lesson:
http://www.k12science.org/
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